Helping Teachers Help Themselves: Professional Development That Makes a Difference. (March 2015)

• Record Type: Journal Article
• Authors: Patton, Kevin; Parker, Melissa; Tannehill, Deborah
• Is Part Of: NASSP bulletin. Volume 99:Number 1(2015:Jan.)
• Page Start: 26
• Page End: 42
• Publication Date: 2015-03
• Subjects: professional development -- professional capital -- teacher learning; High schools -- Administration -- Periodicals; School management and organization -- United States -- Periodicals; High school principals -- United States -- Periodicals; High school principals -- Periodicals; Education, Secondary -- Periodicals; 373.12097305
• DOI: 10.1177/0192636515576040
• Languages: English
• ISSNs: 0192-6365

Abstract

For school administrators to facilitate impactful teacher professional development, a shift in thinking that goes beyond the acquisition of new skills and knowledge to helping teachers rethink their practice is required. Based on review of the professional development literature and our own continued observations of professional development, this scholarly article synthesizes findings and presents core features of effective professional development, including what those features might look like in practice. Strategies for teachers, administrators, and schools to begin to engage in meaningful professional development experiences are presented and discussed.